Communication as a means of professional self-consciousness forming in high school seniors by increasing their competence
Анотація
It is developed the model of high school seniors’ professional competence increasing through communicative action, which is built of three interrelated components: awareness of professional plans, finding ownself in the chosen profession, self-actualization in professional choice. The experiment idea was to open to high school seniors the possibility of applying their internal needs of professional self-realization in their already chosen profession. The aim was to study the role of communicative action as a means for professional self-awareness development in high school seniors. To assess the dynamics of the communicative attitude of high school students, we analyzed the results of V. Boyko’s «Communicative attitude» testing by the mathematical t-Student method before and after the experimental intervention. The experimental group results showed the improvement, that is the decrease in the negative communicative attitude. There were also revealed statistically significant differences in indicators of communicative attitude with different types of professional self-determination of high school students. It is proved that the willingness to respond in a certain way to interpersonal interaction is determined by the factor of communication experience, namely, assessments and experiences of the essence of the acquired experience, views, and behavior. These indicators differ significantly depending on the professional self-determination of high school students. It is concluded that the increase of professional competence through communication leads to the improvement of mental and emotional state, and creates a new internal situation for professional self-determination optimization. The condition of professional self-determination, which can be used by a psychologist in career guidance work, is the use of informational action to start rethinking high school seniors’ own reality, which accordingly forms the strategy of their behavior. The further research perspective is seen in the development of professional psychological training and the use of the method of causometry in high school students
Використані джерела
[1] Abulkhanova-Slavskaya, K. A. (1991). Strategiya zhizni [Life strategy]. Moscow: Mysl. (in Russian)
[2] Ananyev, B. G. (1968). Chelovek kak predmet poznaniya [Man as a subject of knowledge]. St. Petersburg: Leningradskiy Universitet. (in Russian)
[3] Bodalev, A. A., & Vasina, N. V. (2005). Poznaniye cheloveka chelovekom [Cognition of man by man]. St. Petersburg: Rech. (in Russian)
[4] Boyko, V. V. (1996). Energiya emotsiy v obshchenii: vzglyad na sebya i na drugikh [The energy of emotions in communication: a look at yourself and others]. Moscow: Filin. (in Russian)
[5] Gladkykh, G. V., & Sharov, S. V. (2019). Napriamy formuvannya komunikatyvnoi kompetentnosti studentiv. Retrieved from http://elar.tsatu.edu.ua/handle/123456789/7395 (29.03.2020). (in Ukrainian)
[6] Kant, I. (1966). Antropologiya s pragmaticheskoy tochki zreniya [Anthropology from a pragmatic point]. Vol. 6, pp. 335–588. Moscow: Mysl. (in Russian)
[7] Kolinko, V. V. (1988). Konsultativnyy trening: Metodicheskiye rekomendatsii po profkonsultatsii shkolnikov [Advisory training: Methodological recommendations for professional consultation of schoolchildren]. Poltava. (in Russian)
[8] Kotlovyi, S. A., & Kotlova, L. A. (2017). Konstruktyvne spilkuvannia yak peredumova bezkonfliktnoi vzaiemodii v systemi «uchen – uchen». In Profesiina pidhotovka fakhivtsiv sotsialnoi sfery: nadbannia, problemy, perspektyvy. Materialy II Vseukr. nauk.-prak. konf. (Khmelnytszkyi, 26-27 zhovtnia 2017 roku) (pp. 24–26). Khmelnytszkyi: KhNU. (in Ukrainian)
[9] Kukharchuk, A. M., Liakh, V. V., & Shirokova, A. B. (2006). Chelovek i yego professiya [Man and his profession]. Minsk: Sovremennoye slovo. (in Russian
[10] Maksimenko, S., & Serdiuk, L. (2016). Psychological potential of peronal self-realization. Social welfare: interdisciplynary approach, Vol. 1, № 6, pp. 92–100. Retrieved from http://socialwelfare.eu/index.php/sw/article/view/244/212. (in English)
[11] Paziuchenko, T. M. (2000). Profesiina oriientatsiia na pedahohichnu pratsiu: konsultatyvnyi trening [Professional training on pedagogical practice: advisory training]. Kyiv. (in Ukrainian)
[12] Pryazhnikov, N. S. (2000). Perspektivy otechestvennoy proforiyentatsii. [Prospects for domestic career guidance]. Shkolnyy psikholog, 19, 5. (in Russian)
[13] Rogers, K., & Freiberg, D. (2002). Svoboda uchitsya [Freedom to learn]. Moscow: Smysl. (in Russian) Rubinshteyn, S. L. (2016). Bytiye i soznaniye [Being and consciousness]. St. Petersburg: Piter. (in Russian)
[14] Serhieieva, I. S. (2019). Konstruktyvne spilkuvannia yak zasib znyzhennia stresu ta zberezhennia psykhichnoho zdorovia maibutnikh pedahohiv. In Suchasni psykholohichni tendentsii pidtrymky ta vidnovlennia psykhichnoho zdorovia osobystosti: teoriia ta praktyka. Materialy Mizhdystsyplinarnoi naukovo-praktychnoi konferentsii (Kharkiv, 13-14 hrudnia 2019 r.) (pp. 82–84). Kharkiv: Reitynh. (in Ukrainian)
[15] Stolyarenko, L. D. (Ed.) (2005). Psikhodiagnostika i proforiyentatsiya v obrazovatelnykh uchrezhdeniyakh [Psychodiagnostics and career guidance in educational institutions]. Rostov-na-Donu: Feniks. (in Russian)
[16] Tymenko, M. P. (Ed.) (1992). Proforientatsiina robota iz shkoliaramy: Metodychnyi posibnyk dlia vchyteliv [Professional work whith schoolchildren: a methodical guide for teachers]. Rivne. (in Ukrainian)